The State Institutions of 

Higher Education 

in Texas 



Their Past Services, Future Possibilities and 
Present Financial Condition 



A Discussion 

by the 

Educational Campaign Committee 

of the 

Organization for the Enlargement by the State of 
Texas of Its Institutions of Higher Education 



AUSTIN, TEXAS 
January 1, 1913 



<0N lOECKMANI-gONeS CO. , AUSTIN, TEXAS. 



The State Institutions of Higher 
Education in Texas 



Their Past Services, Future Possibilities and Present 
Financial Condition 



A Discussion by the Educational Campaign Committee 

OF THE 

Organization for the Enlargement by the State of Texas 
of Its Institutions of Higher Education 



AUSTIN, TEXAS 
January 1, 1913 



ORGANIZATION FOR THE ENLARGEMENT BY THE nr. \ 
STATE OF TEXAS OF ITS INSTITUTIONS OF \\ <» 
HIGHER EDUCATION. V ^^A^ 

Endowed Under the Auspices of the Alumni Association of * \^ 
The University of Texas. 



Standing Committee. 

S. E. Mezes, Austin. 

Clarence Ousley, Fort Worth. 
E. B. Parker, Houston. 
E. L. Batts, Austin. 
M. Sansom, Fort Worth. 

George A. Eobertson, Dallas. 
John W. Hopkins, Galveston. 
F. C. Proctor, Beaumont. 
^^^ H. Burges, EI Paso. 

Advisory Committee. 

S. P. Brooks, Waco. 

Will C. Hogg, Houston. 

Frank Kell, Wichita Falls. 
C. LoMBARDi, Dallas. 

E. 0. LovETT, Houston. 

Charles Schreiner, Kerrville. 
Ed C. Lasater, Falfurrias.' 
F. M. Bralley, Austin. 

Educational Campaign Committee. 

F. M. Bralley, Austin. 

Charles Puryear, College Station. 
W. B. BizzEiL, Denton. 
E. B. Cousins, Canyon. 
•''. : 8. E. Mezes, Austin. . 

Lee Clark, Austin. 
OFFICE OF S. P. Brooks, Waco. 

F. M. Bralley, 
Executive Secretary, 
Austin, Texas. 

D, Of B<r' 

UL 6 ild8 



THE STATE INSTITUTIONS OF HIGHER EDUCATION IN 
TEXAS— THEIR PAST SERVICES, FUTURE POSSIBIL- 
ITIES, AND PRESENT FINANCIAL CONDITION. 

The efficient organization and proper conduct and maintenance 
of the educational system of the State is the largest task that 
confronts the statesmanship of Texas at the present time. In 
spite of the great interest and sincere belief of our people in edu- 
cation, it is recognized that the schools of Texas, from the kinder- 
garten to the University, have not been properly supported and, 
as a consequence, are not as efficient as they should be, and suffer 
greatly when compared with the schools of many other States and 
countries. On the other hand, our schools have done good service 
with the resources at their command, and this record guarantees 
a more splendid performance when greater resources are avail- 
able. "He that is faithful in tliat which is least is faithful also 
in much." 

On all sides are to be seen evidences of a thorough awakening 
on the part of the people of Texas in whatever concerns educa- 
tion, either higher or lower. Everywhere communities are build- 
ing up better schools, and the demand for good teacher? can not 
be supplied. Everywhere it is recognized that the progi'ess of the 
lower schools is absolutely dependent on the progi-ess of the higher. 
ISTowhere in the world do we find good common schools and poor 
colleges, nor good colleges and poor common schools. The interests 
of all education and of all educational institutions are linked to- 
gether. Thus, while planned specifically to promote higher edu- 
cation, the organization which is publishing this pamphlet pro- 
poses to encourage, not higher education alone, but all education, 
and, through education, to promote the real w^elfare of Texas. 

DUTIES OF STATE INSTITUTIONS OF HIGHER 
EDUCATION. 

1. To prepare their students especially for useful citizenship. 
The personal enjoyment or advancement of their pupils is not their 
chief aim. They must give to their students not only the power 



_4_ 

to be useful to the State at large, but they mvist also give the 
loj^alty and the patriotism and the high ideals that create the 
desire to be useful. 

2. To prepare thoroughly for various occupations in life. Good 
workmanship is an essential part of good citizenship. Each in- 
dividual should be prepared, as efficiently as possible, to perform 
a proper share of the world's work. 

3. To prepare for a wise use of the leisure hours of life. Ill 
spent leisure is responsible for an enormous amount of the world's 
evil. 

4. To put tlieir services through extension lectures and cor- 
respondence courses as far as possible within the reach of persons 
scattered over the State who desire training, but who can not 
become resident students. The services of educational institutions 
should not and must not be limited to resident students. 

5. To apply the technical learning of their faculties and the 
resources of their laboratories and libraries to the uses of business, 
manufacture, agriculture, and philanthropy. 

6. To make contributions to the sum of human knowledge. 

Most people will agree to the general propositions of the fore- 
going paragraphs, but many Texans are not fully informed con- 
cerning the work of the State colleges, their limitations and pos- 
sibilities. 

The twofold object of the present pamphlet is: (1) To outline 
the services now being performed by the higher educational in- 
stitutions of Texas and to indicate the additional services that 
will be performed when additional funds are provided; (2) to 
compare the financial status of our State higher educational in- 
stitutions with that of similar institutions in certain selected 
states. 



THE UNIVERSITY OF TEXAS. 

Services, Actual and Possible. 

Since its foundation in 1883, about 12,000 students have at- 
tended the University, of whom over 3000 have taken degrees. 

Today, enrolled in its various departments, are 
General. o^^^" '^^^^ students, not counting the 500 that 

are doing correspondence work, nor the 800 that 
were in the 1911 Summer School. Despite a steady advance in 
the entrance requirements, whicli have now been standardized (no 
considerable further advances being contemplated) there has been 
a rapid increase in numbers. With no further change in entrance 
requirements the increase in the future will be even more rapid. 
A small institution at first, most of its ex-students are still 
young; nevertheless, in all parts of the State are to be found Uni- 
versity alumni holding honorahle places in their communities and 
leading useful lives. Through its system of aifiliated schools the 
University has done much to raise standards among Texas schools. 
It has attempted to develop, and with some success, an honor 
system and student self-government to a point not elsewhere 
reached. The excellent moral condition among its students is 
evidenced by numerous religious activities, which have been set 
forth in a separate bulletin. Two-fifths of its students are self- 
supporting. The student body is serious and well behaved, the 
faculty loyal and diligent. Allowance being made for its limited 
resources, the University may be said to be an efficient institution. 
Compared with the great universities of the North and East, the 
University has, in proportion to number of students, only two- 
thirds of their instructing force, less than one-half of their income, 
and less than one-third of their equipment. The University has 
been inspected and reported upon with favor by various experts, 
and, while probably of the second class according to the standards 
adopted by the Association of State Universities, it Avelcomes com- 
petent investigation, feeling sure that it has done what it could 
with the means at its disposal. 

Its necessities are many and great. A Science Building is 



— 6- 



needed in order to provide additional space and to get valuable 
instruments into a fireproof building. A building for the Depart- 
ment of Education is practically imperative. An additional En- 
gineering Building is necessar}^ A Museum Buildiug for the 
exhibition of Texas products, resources, plants, and animals should 
be begun at once. ISTorthern institutions are sending field parties 
to Texas to collect for their museums, and many of our choicest 
specimens are now carefully preserved outside of our State. 

The Medical Department needs a Laboratory Building and a 
Medical Museum. For buildings, a million dollars could be spent 
to immediate advantage. Dormitories and student dining hallis 
are also much needed. 

The Schools of English, French, German, Latin, and Spanish 

have been overcrowded and undermanned for years. The instruct- 

• ors in these subjects have been forced to read 

Literature ^^^ many themes, essays, and exercises to allow 

and Language, time for needed revision and advice. Owing 

to lack of room, two and even four instructors 

have been assigned to the same office, a crowding which has greatly 

interfered with the effectiveness of personal conferences with, and 

advice to, students. These conferences are in addition to general 

classroom instruction and form an essential feature of University 

work. 

The weekly routine of an instructor in these subjects involves 
twelve hours of classroom instruction, about twenty-four hours of 
personal conference, and the reading of from one hundred to two 
hundred themes, essays, and exercises, which renders proper in- 
struction impossible. 

Perhaps the greatest single task of the University is to prepare 
teachers for public schools. So great is this task that all of the 
educational institutions of Texas are unable to 
Education. supply half the demand. The University re- 
ceives from the schools of Texas four times as 
many calls for teachers as it can fill acceptably, the calls number- 
ing about six hundred during the last twelve months. Over 350 
students are doing work in Education during the regular session, 
over 500 during the Summer School. During the summer, many 



—7— 

active teachers resort to the University for study, and it is now 
seldom that one finds a teacher of the upper grades in Texas 
schools who has not spent at least one summer session in Austin. 
Graduates of the University are to he found in considerable num- 
ber in the faculty of the University itself, of the Normals, and of 
the other higher schools in the State. 

The Education Department of -the University is in urgent need 
of two buildings, one for its own work, and one for a practice 
school. Its faculty needs expansion in several directions. Courses 
in Physical Education, in School Music, and in School Art, could 
be offered to great advantage. Additional teachers in the sub- 
jects now offered are made necessary by the large number of 
students. Particularly crowded are the courses in School and 
Class Management, Psychology, History of Education, and Edu- 
cational Adininistration. Special courses in the teaching of His- 
tory, Mathematics, Latin, Geography, and Botany, are being given, 
and other special teachers' courses are in contemplation. The 
work in Library Training also needs expansion, there being a con- 
siderable demand for librarians. A special course in Children's 
Books is one of pressing demand. 

The Law Department of the University, during the twenty-nine 
years of its existence, has graduated many excellent lawyers, and 
has had much to do with elevating the standard 
Law. of legal education in the State. The Depart- 

ment is, and ought to be, the only law school 
in Texas. Recognizing its heavy responsibility, the Department 
is raising its standard as rapidly as conditions will permit. 
For entrance it now demands a full year of college work. Many 
of its students are college graduates. Its curriculum not only 
demands a study of various law topics, but requires also con- 
siderable work in certain fundamental sciences that underlie th.e 
law. Thus, courses in History, Economics, and Government are 
required of all students taking the law degree. The Department 
further recognizes that public affairs are largely in the hands of 
lawyers, and that, as a consequence, our lawyers should be well 
trained in matters relating to the public welfare. They should be 
trained not only to know what the law is, but also to know what 



ihe law ought to be. The public has a right to demand constructive 
legislation from the legal profession. 

To provide this broad legal training, additional courses m^^st be 
offered on Damages, Domestic Relations, Bankruptcy, Statutory 
Construction, Mining and Irrigation, Mortgages, Taxation, Roman 
Tjaw, Trusts, and Administrative Law. Already the Law Depart- 
ment stands high in Texas, but it must increase its requirements 
to keep pace with the increasing demands of the times. 

To the courses now being given in Mathematics should be added 
courses in Advanced Commercial Arithmetic, Calculation of Life 
and Fire Insurance Premiums, and Statistics. 
Science. The University possesses only a small un- 

mounted telescope, and frequent surprise is 
expressed at the absence of an astronomical observatory. The 
Universitv has not even the beginnings of a student oI)servatory, 
and has not even hoped to possess the large modern instruments 
for studying the heavens which are to be found in a properly 
equipped astronomical observatory. 

In recent years the work in Chemistry, Botany, and Zoology has 
been much strengthened. Courses in Organic and Inorganic Chem- 
istr}'. Assaying Ores, Gas x4.nalysis. Water Analysis and Electro 
Chemistry; in Botany, Plant Physiology, Plaiit Diseases, Horti- 
culture, and the teaching of Agriculture; in Zoology, Anatomy, 
Human Physiology, Hygiene, and Practical Zoology, are regularly 
given to large classes. 

In these courses, as in those given in Physics and Geology, the 
object is to lay a sound foundation of scientific knowledge with- 
out neglecting the numerous practical sides of . scientific work. 
Greater attention should be paid, when means are provided, to 
economic Botany and 'Zoology, to the Disease of Plants, and to 
Wood Preservation. The work in all the fundamental scientific 
courses needs to be strengthened by additional laboratory equip- 
ment, and by additional instructors. The study of Texas plants, 
and animals should be pursued with greater vigor and the Migra- 
tion of the Injurious Plants and Animals should be carefully 
studied. 



— 9— 

The Medical Department has recently been investigated by a 
competent observer, Dr. Abraham Flexner, who writes, alter point- 
ing out the deplorable standards of most med- 
Medicine. ^cal schools, "Fortunately, a few schools can be 
named in different parts of the country which 
are doing their work well. The Johns Hopkins at Baltimore, the 
University of Pennsylvania at Philadelphia, the Western Reserve 
at ('leveland, the University of. Michigan at Ann Arbor, and the 
irniversity of Texas at Galveston, all appreciate what good med- 
ical education requires and go far to provide it in all its essential 
features." This is high praise, each of the other schools men- 
tioned having many times the income of the Texas Medical De- 
partment. An increase of some 50 per cent in its income would, 
as has been often pointed out, increase greatly its efficiency and 
put it in a position to furnish a thoroughly excellent undergraduate 
training. 

The most pressing demands of the Medical Department relate 
to more laboratory space and equipment and to means to spread 
generally among the people a practical knowledge of facts relating 
to In'giene, communicable diseases, physical education of children, 
water supply, food adulteration, and sanitation. This can be done 
by means of illustrated lectures and bulletins. 

The opening of the Panama Canal is certain to bring to Texas 
numbers of cases of tropical diseases. As has been done at Tulane, 
the University of Texas should study with care these very deadly 
diseases, in order that the people of Texas, and of the United 
States, may be protected from them. 

To justify the necessary cost of conducting within the State a 
Medical College of the first rank, let any thoughtful citizen ask 
himself. Is not the health of the people of Texas as important 
as that of the people of Massachusetts or New York? Shall not 
our sick be cared for by as skillful attendants as the sick of other 
states ? 



—10— 

For many years, animated by the zeal and patriotism of the 
lamented Garrison and Bugbee, the School of History has brought 

the lessons of the past to the service of good 
History. citizenship and hundreds of young men and 

young women have profited thereby. Moreover, 
the rich field of Texas History has been diligently investigated at 
this University. Here was founded and here is published the 
Quarterly of the Texas Historical Association, now in its sixteenth 
volume and well known among historical publications. Our State 
archives are now being investigated by a competent band of young 
historians trained here. Always overcrowded, the School of His- 
tory has a splendid record, both in teaching and in research, and 
it is a matter of regret that other states, California for example, 
spend more in the study of Texas History than has been available 
for that purpose at the University of Texas. 

Many grave questions relating to governmental and economic 
welfare are now confronting the American people, and it is essen- 
tial that these questions be solved wisely. Care- 
Economics and ^^^^ study is needed to secure wise solutions, 
Government. and it is a prime duty of a state university to 
afford ample facilities for the thorough, un- 
biased, and non-partisan study of matters of public policy. "Cul- 
tivated mind,^' said President Mirabeau B. Lamar, "is the guardian 
genius of democracy." 

Already the University is offering courses in General Economics, 
Corporation and Transportation Economics, the Financial History 
of the United States, Public Finance, Agricultural Economics, 
Money and Banking, Economic Theories, Comparative Constitu- 
tional Law, Political Parties, Municipal Government, Political 
Science, History of Civilization, and Economic Geography. Each 
of these courses is largely attended, and there is a strong demand 
for additional courses on Public Utilities, Municipal Ownership, 
Statistics, Sociology, Charities and Corrections, Penology, Com- 
petition, Labor Legislation, Colonial Governments, European Gov- 
ernments, Federal Administration, State Administrations, Consu- 
lar Service, Theory and Practice of Legislation, History of the 
Constitution, American Diplomacy, and Conservation. 



—11— 

Commercial affairs are every day demanding more and more 
training for their successful performance and, in increasing num- 
bers, students are desiring to take courses in 
Business Business and Commerce. A beginning has been 

and Commerce, made along these lines, but there is urgent need 
of a number of competent instructors to give 
course in Advanced Bookkeeping; Auditing; Bank Accounting; 
Cost Accounting; Office Systems; Store Management; Selling; 
Purchasing, and Shipping Systems; Credit Systems and InstiiTi- 
tions; Money Market; Foreign Exchange, Loans, and Panics; 
Business Ethics; Fraudulent Investments;' Business Management; 
Public Finance; Tariff; Taxation; Monopolies and Trusts; In- 
dustrial Progress; Advertising; Prices and Markets; Stocks and 
Bonds; Stock Gambling; Fire and Life Insurance; and a number 
of other practical business conrses. At present many of these topics 
are mentioned in the various University courses, but the School 
of Business Training, recently created by the Pegents, with one 
man in charge, will in a short time demand- the services of several 
additional instructors. 

Fairly complete and satisfactory courses are now offered in 

Civil, Sanitary, and Electrical Engineering and in Architecture. 

Chemical Engineering is still in its infancy at 

Engineering. ^^^e University, and Mechanical Engineering 
does not exist. Some 850 students are pursu- 
ing courses in Engineering and the Department of Engineering 
needs to be strengthened by instruction in Irrigation, Eoad Build- 
ing, and Hydraulics. There is demand for another Engineering 
Building and for two or three additional teachers, one of whom 
should give correspondence instruction in vocational subjects. 

More attention should be paid to students who contemplate 

going into journalism. Such students need, among other things, 

preparation in reporting and editorial writing. 

Journalism. i^ magazine writing, in advertisement writing, 

in the details of printing and publishing, and 

in the legal relations of the press, in current political topics, and 

in world politics. The power of the press in America is very 

great, and it is time that young men were trained to use this 



—12— 

power for just and wise ends. The four periodicals now pub- 
lished by the students of the University and an active Press Club 
of thirty members give some practice along journalistic lines, but 
a special instructor is needed to develop the work. The daily and 
weekly press constitutes the reading matter of most busy men and 
women; improvement of the press is, therefore, next to improve- 
ment of the common free schools, the best means of improving the 
education of the people. 

In Music, as in Journalism, the University has as yet done little 

or nothing. The Glee Club, the Band, the Violin Club, and other 

similar organizations have flourished with but 

Music. little official lielp. Before long the University 

must give some regular instruction in Music, 

as is now done in most of the great institutions of the country. 

All real education is practical in that it prepares for better 

workmanship or more effective living. But 

Practical Subjects, some branches of learning prepare so directly 

for certain generally followed occupations 

that they have been more easily recognized as practical. 

During the last two or three years several beginnings, modest 
of necessity yet significant, have been made. The Department of 
Extension, created in 1909, has already enrolled nearly a thousand 
earnest students (whose wants the State can not afford to deny) 
in correspondence study courses, and has loaned many traveling 
libraries and sets of educational lantern slides to teachers, county 
superintendents, and others. A special lecturer on rural school 
problems has been sent over the State, and plans of model rural 
school buildings have been widely distributed, many buildings hav- 
ing been constructed according to these plans. The testing labora- 
tories of the Departments of Geology and Engineering have been 
busily employed in testing the oils, coals, lignites, clays, building 
stones, and cements of the State. A School of Domestic Econ- 
omy, offering courses in Cooking and Home Management, was 
opened this year, and in a few days its classes were filled to over- 
flowing, and it was necessary to stop further registrations. 

These infant eft'orts to establish practical courses have brought 
to light demands for more coinplete service in several directions. 



-13— 



Already the Department of Extension is demanding the services 
of three or four special instructors to devote all their time to 
correspondence work. Two or three men are needed in the worlv 
of visiting rural schools. Another man is needed to visit city 
schools. Bnlletins should he prepared in larger numbers, dem- 
onstrations should be conducted in various places, the advantages 
of higher education should be brought in practical form to the 
people who would profit by them. 

To meet the requirements of the GOO girls now in the Univer- 
sit}^, and the larger number yet to come, courses should be offered 
in Dietetics, Home Architecture, Textiles and Clothing, along with 
certain other courses mentioned elsewhere in this pamphlet. 

Ample preparation should be made for manual training and the 
preparation of teachers of the various branches of manual training 
and the industrial arts. Some provision should also be made for 
advanced typewriting and stenography. 



THE AGRICULTURAL AND MECHANICAL COLLEGE OF 

TEXAS. 

The Agricultural and ]\Iechanical College of Texas, like the land 
grant institutions in other states of the Union, owes its origin 

to an act of Congress approved July 2, 1862. 
Origin. This act donated public lands to the several 

states and territories which might provide col- 
leges for the benefit of agriculture and the mechanic arts, and 
directed the Secretary of the Interior to issue land scrip' to the 
states in which there was not the requisite quantity of public land. 
The act further directed that the money derived from this source 
should constitute a perpetual fund, the principal of which should 
remain forever undiminished, and the interest of which should 
be inviolably appropriated by each state to the endowment, sup- 
port and maintenance of at least one technological college, whose 
leading object should be, without excluding other scientific and 
classical studies, and including military tactics, to teach branches 
of learning pertaining to agriculture and the mechanic arts, in 
order to promote the liberal and practical education of the indus- 
trial classes in the several pursuits and professions of life. 

By joint resolution approved November 1, 1866, the Legislature 
of Texas accepted the provisions of the Congressional legislation, 

and accordingly there was issued to Texas scrip 
History. ^o^' 180,000 acres of public land, which was sold 

for $174,000. This amount was invested in 
Texas 7 per cent gold frontier bonds. At the time of the opening 
of the College there was an addition to the fund of accrued interest 
amounting to $35,000, which was invested in 6 per cent State 
bonds. 

In an act approved in 1871, the liCgislature provided for the 
establishment of the Agricultural and Mechanical College. A com- 
mission appointed to locate the College accepted the proposition 
of the citizens of Brazos County, and located the institution on a 
tract of 2416 acres of land in that county. The Constitutional 
Convention of 1876 constituted the College a branch of the Uni- 



—15— 

versity of Texas, and provided that the Legislature should have 
power to levy taxes for the maintenance and support of the 
•College. 

The College is supported partly hy the Federal Government, 
partly hy the State. From the Federal Government are derived 
the IMorrill Fund, Avhicli is used mainly for pay- 
Support, ing salaries; the Hatch Fund, which supports 
the Main Experiment Station ; and the Adams 
Fund, which is used in the prosecution of research in agricultural 
problems. 

From the State are derived funds for maintenance and support; 
for buildings; and for the support of the State Experiment Sta- 
tions. The interest on the original Federal endowment fund is 
also annually appropriated to the College by the State. 

The physical plant of the College consists of the tract of land 
■on which the College is located, eight dormitories (and one other 

in course of erection), a Main Building for 
Physical Plant, offices and section rooms, an Agricultural and 

Horticultural Building, a Chemical-veterinary 
Building, a Civil Engineering Building, an Experiment Station 
Building, a Mechanical Engineering Building, a Textile Engineer- 
ing Building, a Hospital, a Veterinary Hospital, a Farm Imple- 
jnent Building, a Natatorium, a Water, Ice and Light Plant, a 
Laundry, a Sewerage System, barns and outhouses, and residences 
for instructors and officers with a total valuation of approximately 
$1,000,000. 

For the first thirty years of its existence, the enrollment of 
students in the College was not large. But its accommodations 

were limited, and for many years the enrollment 
Growth. has equalled or exceeded the dormitory capacity. 

In the session 1906-07 the enrollment for the 
first time exceeded 500. Since that year the increase in attendance 
lias been rapid, and for the current year the enrollment is 1126. 
For the last five years the insufficiency of dormitory room has 
"been met by the use of tents. During the session 1910-11 the 
number of cadets quartered in tents was 486. 



—16- 



The waA's in which the Agricultural and Mechanical College 
serves the State fall under two general heads. The first and 
most important is the training of young men 
Services. ^^'^^^^ ^^^6 object of fitting them to become leaders 

of thought and of progress, and to take a lead- 
ing part in the material development of the State. For this pur- 
pose the College has now in operation the following departments: 
Agricultural Extension, Agronomy', Animal Husbandr^y, Archi- 
tecture and Drawing, Biology, Chemistry and Chemical Engineer- 
ing, Civil Engineering, Dairy Husbandry, Electrical Engineering, 
English, Entomology, History and Economics, Horticulture, Math- 
ematics, Mechanical Engineering, Military Science and Tactics, 
Physics, Textile Engineering, and Veterinary Science. There are 
four-year courses in Agriculture, Architecture, Architectural En- 
gineering, Chemical Engineering, Civil Engineering, Electrical 
Engineering, Mechanical Engineering, and Textile Engineering; 
and two-year courses in Agriculture and Textile Engineering. 

The services of graduates of the College are in active demand in 
railroad offices and in the field; in mills, machine shops and elec- 
trical establishments; on farms and ranches and in many other 
lines of industrial activity. 

The second of the ways in which the College serves the State 
is to be found in its activities in behalf of the people at large. 
These activities take' several forms. 

(a) The experiment stations constitute one of the most im- 
portant of them. The staff of the Main Station, located at Col- 
lege Station, includes a chemist, an entomologist, an agronomist, 
a botanist, a plant pathologist, an animal husbandman, a veteri- 
nary surgeon and a horticulturist, with their assistants. Eesults 
of experiments are reported from time to time in bulletins whieli 
are sent free to farmers and others interested in agricultural de- 
velopments. The mailing list contains about 40,000 names. 

The discovery of a method of rendering cattle immune to Texas 
fever was a result of the collaboration of the Texas and the ]\[is- 
souri Stations. The amount of money already saved the stock- 
men of Texas by this one discovery is doubtless more than the 
total of all appropriations made up to this time by the State to 
the College, to say nothing of what has been saved to other states 
below the quarantine line. 



-17- 



The ten State stations, located at Angleton. Beaumont, Beeville, 
Denton, Lubbock, Nacogdoches, Pecos, Spnr, Temple, and Troupe, 
devote themselves to field experiments involving local problems. 
Their superintendents co-operate with farmers' for the purpose of 
improving agricultural practice. 

(b) The Department of Agricultural Extension was estab- 
lished for tlie purpose of extending the benefits of the College to 
men actively engaged in farming, but not able to enter upon a 
regular college course. Its main forms of activity are correspond- 
ence courses in agriculture, educational demonstration trains, or- 
ganization of Farmers and Boys and Girls' Clubs and co-operation 
with fair associations. 

(c) The administration of the feed control law is under the 
supervision of the director of the experiment station. The object 
of the law is to protect purchases of feed stuffs from adulteration 
and other frauds. Eesults of analyses are distributed to all per- 
sons interested. 

(d) The Division of Highway Engineering, established in 
resjjonse to public interest in the movement for good roads, is in 
charge of a member of the Department of Civil Engineering, who, 
in addition to his duties as teacher in the College, delivers lectures 
at other places and gives suggestive advice, and uses all available 
means to promote the movement for good roads. 

(e) The College maintains a Summer Normal for the benefit 
of teachers who may wish to add to their professional attainments. 
Special opportunity is offered to teachers to equip themselves for 
the teaching of agriculture in the public schools. 

The College has by no means reached the limit of its usefulness. 
Standing as it does for thorough training and applied science, it 
should teach not only by precept, but by exam- 
Needs, pl^. By reason of its isolated position, it neces- 
sarily performs certain functions which are 
usually in tlie hands of a municipal government. For example, 
it operates its own waterworks and lighting system. Obviously, 
these should be models of their kind, so that even experts might 
take lessons from them in the application of scientific principles to 
practical aff^airs. Its building should be of the best types of archi- 
tecture. Its walks and drives should be object lessons in road- 



-18— 



making; its sanitary arrangements should be models for the sani- 
tary engineer. In all such matters the College should set up 
standards. In a Avord, whenever it undertakes to apply the prin- 
<;iples it teaches it 'should do so in such style as to exemplify, in 
the best possible manner, the advantages to be derived from a com- 
bination of science and practical knowledge. It should never be 
compelled ''to teach by antithesis,"' as it sometimes is. with its 
present limited resources. 

But education along technological lines is of the most expensive 
sort ; and to carry on work of this kind on a large scale requires 
the expenditure of much money. In order more completely to 
fulfill its mission, the equipment of the College should be largely 
increased. Among the more urgent needs of the College are a 
Good Library, Avell stocked; a Hospital; an Administration Build- 
ing; an adequate Agricultural Building; an Auditorium; a Mu-. 
«eum; a Pavilion for Stock-judging; an increase in number of 
teachers, so that classes may be made smaller ; and a strengthening 
of its extension work. To develop this College into an institute 
of technology second to none in the Union would result in inestim- 
able good to the State. 



THE COLLEGE OF INDUSTRIAL ARTS. 

The College of Industrial Arts was created by an act of the 
Twenty-seventh Legislature in April, 1901. The law creating the 
College provided for a locating commission, 
Present Facilities. whose dnty it wonld i)e to select a suitable 
site for the College. This commission, 
after an extended tour of investigation, finally, in February, 1902, 
located the College at Denton. The cornerstone of the main build- 
ing was laid January 10, 1903, and the first term's work began 
September 23, 1903. 

Section 5 of the act creating the College set forth rather in 
detail the scope of the work to be pursued in the College and the 
position it was to occupy among the institutions of higher learning 
in the State. The section reads as follows: "The establishment 
and maintenance of a first-class industrial institute and college 
for the education of white girls in this State in the arts and sci- 
ences, at which such girls may acquire a literary education^ together 
with a knowledge of kindergarten instruction ; also a knowledge of 
telegraphy, stenography,, and photography; also a knowledge of 
drawing, painting, designing and engraving, in their indvistrial 
application; also a knowledge of general needlework, including 
dressmaking; also a knowledge of bookkeeping; also a knowledge 
of scientific and practical cooking, including a chemical study of 
foods; also a knowledge of practical housekeeping; also a knowl- 
edge of trained nursing, caring for the sick; also a knowledge of 
the care and culture of children with such other practical industries 
a.s from time to time may be suggested by experience, or tend to 
promote the general ohject of said institute and college, towit : 
fitting and preparing such girls for the practical industries of 
the age." 

The availability of funds has never been sufficient to carry out 
all the provisions of the law, but it has been the policy of the 
governing authorities to add departments and provide instruction 
as fast as funds were provided therefor by the State. At the pres- 
ent time the College plant consists of six buildings, located on a 
campus of seventy-three acres of rising ground in the north division 



-20- 



of the city of Denton, the value of the entire plant being estimated 
at about $400,000, with a faculty of twenty-five instructors. The 
enrollment for 1909-10 was 258 students and the attendance for 
the present year is 360, which indicates a gain of 102 students for 
the present year. There has been a constant and healthy growth 
of the institution year by year since its establishment. 

In serving the interests of the State, the College has provided 
four regular courses with different contents, as follows: The Lit- 
erary Course, Household Arts Course, the Fine and Industrial Arts 
Course, and the Commercial Arts Course. No student can grad- 
uate from the College without taking some industrial work, but 
ihe amount of this work varies considerably in the different courses. 
For example, in the Literary Course the minimum of industrial 
work is offered, the emphasis being laid on the usual literary sub- 
ject matter .of the regular College course; and while the students 
take courses in Cooking, Dressmaking, and Art, the larger interest 
of the student is concentrated on the Languages, Mathematics, 
History, English, and the Sciences. In the Household Arts Course 
the principal emphasis is on industrial work, including Applied 
Chemistry, Textiles, Dressmaking, Landscape Gardening, Launder- 
ing, Home Sanitation, Applied Economics, Dietetics, House Plan- 
ning, Dairying, and Home Nursing. In the Fine and Industrial 
Arts Course the emphasis is laid on the principles of Design, Cos- 
tume Design, Water Color, China Painting, Modelling, Stencilling, 
Home Decoration, and Picture Study. The Commercial Arts 
Course lays emphasis on Bookkeeping, Shorthand and Typewriting, 
and such correlated subjects as English, Spelling, and Commercial 
Law. This course is designed to equip thoroughly women for the 
highest efficiency in stenographic and general office work. To 
meet the demand of a large number of students whose time and 
means were too limited to enable them to take a full College 
course, but who were ambitious to prepare themselves as bread 
winners, the College also offers several Trade or Vocational courses, 
which consist of intensive work in one department extended 
throughout one entire year. The courses offered at the present 
are as follows: Dressmaking, Millinery, Photography, Shorthand 
and Typewriting, and Bookkeeping. These courses have already 
proved profitable and the number who are now taking these courses 
indicates that they are filling a real need in this State. It is the 



-21— 



plan of the Board to extend the number of Vocational courses as 
rapidly as funds and facilities can be provided. 

The Avider opportunities now open to women are increasing the 
demand for a greater variety of short-term courses. Trade courses 
should be offered in Floriculture. Dairying, 
Additional Services. Ceramics, Telegraphy, Professional Nurs- 
ing, etc. A Department of Kindergarten 
Training is also a requirement of the law for Avhich there is con- 
siderable demand, but the Board of Eegents has been unable with 
the present facilities to provide for this Department. The College 
also needs to extend its Chemistry courses so as to include more 
of the Chemistry of Food and Food Analysis^ There is also a 
great demand by the students of this institution for vocal and 
instrmnental music. This institution should provide for the equip- 
ment of music teachers and also provide for music instruction for 
those students who will need it for the cultural influences in their 
■own homes. Music is a practical subject and almost a universal 
need for a woman who is called upon to create a home atmosphere. 
At the present time no Texas State institution of higher learning 
provides for such instruction. Therefore, it is the logical and 
appropriate thing for the College of Industrial Arts to provide 
ample facilities for such a department. 

To meet these demands the following are imperative and urgent 
needs : 

In an institution of the character of the College of Industrial 
Arts, Chemistry occupies a very important place. It is a funda- 
mental necessity in correlation with cook- 
Chemistry Building, ing, textiles, laundering, dry cleaning, 
dairying and photography. With a larger 
emphasis that is now being laid on pure food, every woman should 
know how to test for the adulteration of foods, for the adulteration 
and misrepresentations of textiles, fabrics, and such other appli- 
cations of Chemistry as usually come up in a well regulated home. 
At the present time there is only one chemical laboratory at the 
College, with accommodation for about twenty students working 
at one time. With ^ more than three hundred students, most of 
whom take Chemistry, to be accommodated it is impossible to pro- 



vide adequate laboratory space for them, and this problem grows 
more imperative as the number of students increases. A building 
is needed with ample laboratory rooms and equipment for General 
Inorganic Chemistry, for Food Analysis, for Textile Chemistry, 
and adequate lecture and storerooms to meet fully the needs of 
this important department. 

In order to decrease the expenses of the students as much as 
possible, the Board of Eegents established a laundry where the 

work of all students could be done at the 
Laundry Building, l^'^^st possible expense. As no room was 

provided, the laundry was placed in the 
basement of Stoddard Hall, the State Dormitory. This has never 
been a desirable arrangement. In the first place, there is consid- 
erable noise in connection with the laundry work, which is a great 
annoyance and interference to those who study in their rooms 
between classes. In addition to the inconvenience, the fire risk is 
considerably increased by having the laundry in the basement and 
with the increase in the number of students to be accommodated 
and the limited space that can be allotted to the laundr}^ it is 
difficult to provide room for the amount of machinery necessary 
To do the work adequately. In addition to all of these reasons, 
the growth of the student body has more than overtaxed present 
facilities and the room now used for the laundry is very greatly 
needed to provide room for students. These weighty reasons com- 
pel the College authorities to hope and to expect that a building 
for the laundry will be provided by the Thirty-third Legislature. 

The most imperative need of the College today is an additional 
dormitory. With a present enrollment of three hundred and sixty 

students there are dormitory facilities for 
Dormitory Needed, o^"^!}' o^g hundred and fifty. The State 

dormitory, with capacity of one hundred 
students, is now accommodating one hundred and twelve with 
board and room and providing board for about forty additional 
students who are required to come quite a distance, often in 
extremely disagreeable weather, to their meals. In addition to 
this a large number are compelled to board out in town and on 
account of the geographical position of the College they are neces- 



—23— 



=arilY compelled to board long distances away. Boarding houses 
are very few in this section of the town and on account of having 
one dormitorv, it has been impossible to induce people to build 
houses for this purpose. This condition has made it neces&ary to 
turn manv students awav, and it is conservatively estimated that 
more than two hundred students will thereby be prevented from 
eiiterino- the institution in the fall of 1913. It is practically the 
universal policv of all schools of this character to provide dormi- 
tories for their students, and the State of Texas can not aSord to 
refuse to provide boarding facilities for the hundreds of young 
women who are now seeking instruction at this College. 

The continuous growth of the institution from year to year has 

given sufficient evidence that its opportunities are appreciated by 

the people. The fact that for four years the 

Conclusion. facilities of the College have" been insufficient 
to meet the needs of the student body, creates 
a paramount obligation on the part of the Legislature to support 
the College more liberally. The people of Texas need the College 
of Industrial Arts. Home-making is at least as important as 
agriculture. Manv million dollars are invested annually in food, 
cfothing, and shelter in the Tnited States, much of which is wasted 
on account of incompetent liousewives. When you consider this 
fact in connection with infant mortality, the amount of illness due 
to preventable diseases, and the unhappy home life resulting from 
inefficient home-makers we can not fail to be impressed that the 
greatest responsibility of any state is to provide adequate training 
for future wives and mothers. This is the lofty aim of the Col- 
lege of Industrial Arts, and it should be the pride of Texas to 
emible every girl within her borders to partake freely of the oppor- 
tunities there offered. 



STATE NORMAL SCHOOLS OF TEXAS. 

The maintenance at public expense of adeqnately equipped Nor- 
mal Schools for the proper training of teachers has within. recent 

years become one of the essential and vital 
Introductory. parts of the State's system of public education. 

So general has become the recognition of this 
phase of education that there are now maintained in the several 
states 196 public normal schools, giving instruction annually to 
79,546 teachers and student-teachers. In these schools there are 
employed 4184 instructors, and the total expenditures by the states 
for. their support exceed nine million dollars annually. 

■ The primary function of the Normal School is the proper train- 
ing of teachers. The accomplishment of school reform is possible 
only through the uniformly active and aggressive effort of the 
teaching force. The greatest problem of good public schools in 
Texas is the problem of efficient teachers, and the problem of 
efficient teachers is the problem of developing and enlarging the 
work of the State Normal Schools that are established primarily 
for the training of teachers. 

The State Normal Schools of Texas, located respectively at 
Huntsville, Denton, San Marcos, and Canyon, are rendering effect- 
ive service to the people of the State in train- 
Normal Schools ^^i§' teachers for the common schools. During 
of Texas. the past year these schools gave instruction to 

4500 teachers and students, about one-half of 
whom attended only the summer normal or summer school ses- 
sions. Annually there graduate from these schools approximately 
.350 teachers, who carry professional training and educational spirit 
into every county in Texas, thereby giving an impetus to educa- 
tional progress and inspiration for better teaching. 

While the four Normal Schools of Texas have taken on new 
life and are rapidly moving into their appropriate place in the 
State's system of education, the number of teachers that they 
graduate and supply is relatively small.. Our State is calling an- 
nually for more than 3500 new teachers; and yet the total yearly 



—25— 

support of Normal graduates is represented by the comparatively 
small number of 350. Not including those who probably obtain 
professional instruction elsewhere, or those who pursue under- 
graduate work, there still remains, upon a conservative estimate, 
a -vast host of 2000 young men and young women who enter an- 
nually the profession of teaching with only a superficial prepara- 
tion. Is Texas performing the duty in this respect which she owes 
to the boys and girls of the common public schools? 

An examination of the following table, giving information 
with respect to State Normal Schools in the 

Comparison. ITnited States, will indicate that Texas falls 
far short of the average state in the provision 

for these schools: 

United 

States. Texas. 

Total No. of State Normal Schools ... 196 4 

Total No. of students, regular session 79,546 2,250 

Total No. of instructors 4,814 88 

Average No. of pupils per instructor 16.6 25.6 

Avcrao-p annual cost of maintenance per 

schod to the State $^,840 $44,625 

Average value of laboratories for each 

scho°ol $23,950 $8,750 

Average value of buildings for each school. $183,300 $125,000 

The" State of Texas expends less per capita on the enrollment 
in her Normal Scliools for the training of teachers than the aver- 
age state of the I^nion, while it falls far below that of the average 
progressive western state. Some of the states provide- a part of 
the^living expenses of the students. The teachers who attend the 
summer "sessions of the four Normal Schools in Texas spend as 
much money for board, tuition, and other expenses as the State 
spends on these schools for the entire year. 

An examination of the alcove table further proves that the 
average State Normal School is investing more money in the con- 
struction of buildings than the average State Normal School in 
Texas, all of Avhich means that their buildings are larger, more 
modern in architecture and better equipped. The administration 
l)uiklinc^s in a very few of the Normal Schools of "other states cost 



—26— 

Jess than $100,000 each, while the science buildings, library and 
other buildings cost from $25,000 to $100,000 each. It should be 
the settled policy of our State to give larger appropriations for the 
construction of modern, convenient and sanitary buildings that arc 
planned by competent architects to meet the needs of these schools 
for a long period of time, and not merely to meet the immediate 
demands. 

An examination of the official reports of State Superintendents 
and of the United States Commissioner of Education indicates 

clearly that the standards of the Texas 
Future Requirements. Normal Schools fall below the stand- 
ards that prevail in the leading nor- 
mal schools of the country. Eecently, the State Xormal School 
Board of Regents increased both the entrance and graduation re- 
quirements for the Texas Normal Schools. If we are to keep up 
with the progress of other states, as above indicated, the standards 
must be raised further. To meet these requirements, additional 
revenues will be necessary. 

Attention is also directed to the fact that the average number 
of pupils per instructor in the normal schools of the United States 
is 16.6, while the average number of students per instructor in the 
Normal Schools of Texas is 25.6. This does not take into con- 
sideration that the average teacher in the Texas Normals gives 
instruction to as many more students during each session of the 
summer school and the summer normal, all of which is excluded 
from the above calculation. It is, therefore, necessary that more 
money be expended for the employment of additional instructors, 
if the Normal Schools of Texas are to bear a creditable comparison 
with those of other states, and do the work demanded of them by 
the State. 

(a) Liberal allowances should be provided for erecting modern 
fireproof buildings. 

(b) Every State Normal School in Texas 

Summary of needs a modern, fireproof building, attractive 

Present Needs, in design, in which to conduct a training and 

observation school. 

(c) Some of them need industrial buildings with live stock 



—27— 

pavilions and provisions for the proper exhibLtion of farm and 
poultry produce. 

(d) They should all he equipped with laboratories and libraries 
for training teachers for all the schools in a way that is becoming 
to our commoP-Avealth. 

(e) The faculties should be selected on the highest professional 
plane, and in each department there should be an ample supply 
of men and women of the best quality of preparation to do the 
work of preparing for Texas schools the best supply of the hesi 
teachers to be found on the continent. To secure and maintain 
this class of instructors, salaries must be paid that are more com- 
mensurate with the importance of the services rendered. 

The teachers who are being trained in the Normal Schools of 
Texas are among the influential and progressive class of men and 
women, and the responsibility of the work which they have chosen 
assumes a high and honorable rank among exalted professions. It 
is the dutv of our State to see that Texas children are taught by 
the best trained teachers, and that these teachers are trained in 
the best prepared schools of the country. 



A FEW FACTS ABOUT DENOMINATIONAL EDUCATION 

IN TEXAS. 

An exhaustive study of thehistoiy of higher education reveals 
constantly the influence of the church as a most ]Dotent factor. 
In the Dark Ages the monasteries were the repositories of classical 
knowledge, and the churchmen were the exponents of the highest 
educational attainments. It was through their influence that 
European universities, organized for the purpose of propagating 
church creeds and tlie Christian virtues, fostered higher learning 
in a degree not commonly appreciated. Eeligious zeal, seeking 
freedom from the tyranny of the Old World, planted on American 
soil the seeds from which has grown the modern vmiversity, many 
of our present institutions of higher learning heing an essential 
part of Colonial history. 

The history of educational activity in Texas suffers no excep- 
tion to the rule. Organized denominations of the Christian relig- 
ion likewise furnished the vanguard for education in our State. 
They made, and are now making, an invaluable contribution to 
a general intellectual awakening. In all phases of educational 
activity, and particularly in higher education, the State, is debtor 
to the church in a degree not generally understood. The fathers 
Avrote higher education into the Constitutions of the Eepublic and 
of the State, but tardy were the steps in its fulfillment. The 
Agricultural and Mechanical College opened its doors in 1876 ; 
the Sam Houston Normal in 1879 ; and the University of Texas in 
1883. What if no efforts prior thereto had been put forth? 

Baylor University was chartered by the Eepublic of Texas in 
1845. Austin College and Southwestern University closely fol- 
lowed. Then came others. Teachers of the State, public and 
private, ■ in the early days were prepared by the denominational 
schools. Even .now they, in the aggregate, send forth annually 
more teachers for the public schools than' the University of Texas. 
They sent forth the early Texas educated lawyers and doctors. 
Out of these schools went the ministry. To them every church 
of every denomination owed its origin and perpetuity. Doubters 
may look up the biographies of the early professional men of the 



—29— 

State. The elevating influence of the highest morality known to 
men was tanght in these schools and practiced later by husbands 
and wives in the private precincts of their firesides. They were 
the shrines to which all Texas long looked for sources of culture 
in public and private life. They have set moral standards to 
which all institutions, public and private, have aspired. 

At the time these denominational schools were established, pub- 
lic sentiment would not have provided the necessary funds to do 
the work which they did. This is certainly true in the light of 
the niggardly support now so often manifested toward the State 
institutions of higher education. Teachers in these schools, with 
rare fidelity, did their work underpaid, and they were possessed of 
equipment often unequal to the demands. Notwithstanding the 
handicaps, they annually sent forth hundreds of men and women 
highly prepared for life. The taxpayers paid not a cent of the 
cost. Without the product of these schools Texas would certainly 
not be on the heights of material and social prosperity, as we find 
her. The State was in no frame of mind to pay the price. Un- 
selfish devotion to others brought forth the necessary money with 
religious zeal, money which the taxpayers would not yield. 

Quoting from '^A Statement Concerning the University ol 
Texas," sent out in January, 1911, we find that the University 
of Texas educated her sons and daughters in the University cheaper 
than any one of ten other states mentioned for the year 1910. 
In the University of Texas that year it cost $159 to instruct each 
student. For that 3'ear the University had 1027 students of col- 
lege grade, exclusive of all professional and other students, making 
a total cost of $163,293. 

The nine leading denominational colleges of Texas of the '^first 
class" in 1910 had a total of 1540 -students of college grade, exclu- 
sive of all others. They were taught free to the State, sent out 
for service as citizens, at a total saving of taxation, .at the Univer- 
sity rate of cost, of $244,860. 

In 1910 the Medical Department of the University at Galveston 
had a total of 268 students. The same year the" three denomina- 
tional colleges of medicine and pharmacy in North Texas had a 
total of 434 students. It is freely granted that in many respects 
these denominational schools fall short of the best, yet they meet 



-30- 



the needs of the State in a large way and at absolutely no cost to 
the State. Their shortcomings have been improved from time to 
time close upon the heels of the University in nearly every case. 

The above nine denominational colleges have a total valuation, 
not including endowments, of $3,073,890. To this, much is added 
each year. They expect to go on and on through the years. All 
their possessions are for the service of the State in the production 
of cultured. Christian citizens. In this estimate no account is 
taken of the many Christian schools that do not come up to the 
standards undertaken by the nine to which reference is here made. 

But a renowned history of generous service is not sufficient for 
present or future needs. It offers no guarantee for the perpetuity 
of an institution. It must measure its capacity for real efficiency 
by the larger standards of today and tomorrow. If the denom- 
inational schools of higher education in Texas are to maintain their 
wonted importance to the State, and to their respective denomina- 
tions, as all will agree that they should, they must, in common 
with the State institutions of higher learning, obtain freedom, from 
the embarrassing needs of financial support. A careful study of 
similar institutions elsewhere gives convincing proof that such 
•can not be done satisfactorily except by liberal endowments com- 
mensurate with their needs and proportionate with their attend- 
ance. This leads to the important question, what constitutes a 
properly endowed institution? It is conservatively estimated that 
a college or university to be self-sustaining requires an endowment 
of $3000 or $3500 for each student to whom instruction is yearly 
offered. The denominational colleges and universities of Texas 
are rightly entitled to adequate support; but in the light of sub- 
stantial facts, they can not reasonably expect it without liberal 
endowments. 

Between the great educational forces of the State there is not, 
and can not be, any conflict. All have the great common aim of 
rendering service to humanity. There can be no strife between 
the higher institutions of education maintained by the State and 
those supported by denominational pride and activity, and the 
privately endowed institutions of learning. The general improve- 
ment and the material prosperity of the one means ultimately a 
corresponding improvement and prosperity of the other. Pride 
supplants jealousy, all realizing that the triumphs of the one are 



—31— 

Ihe occasions for joy of the other. Each institution, whether State 
or denominational or private, has a definite function to perforai, 
each is entitled to a rational existence, and in their proper relation 
each should be bound to the other by ties of mutual sympathy and 
respect. 



COMPARATIVE STATISTICS AND DIAGRAMS OF 
HIGHER EDUCATION. 

The services that are being performed by the University of 
Texas, the Agricultural and Mechanical College, the College of 
Industrial Arts and the four State Normal Schools have been 
listed in the foregoing pages. The additional services that these 
institutions would render to the children of Texas were additional 
means available, have also been briefly indicated. But to perform 
additional services additional means must be provided. Texas 
can not expect her educational institutions to give as good instruc- 
tion to her children as are given to the children of other states 
by the better supported schools of such states. 

What are the people of other states spending for higher edu- 
cation? How do the expenditures in Texas compare with the 
expenditures in other states? How efficient are the educational 
institutions of Texas compared with those elsewhere? 

To answer these questions for all the states would take too long. 
Some of the states are too small and poor to compare with Texas. 
Certain great states in the East have immense endowed institu- 
tions which render state support of higher education relatively 
unnecessary. For fair comparison there remain California and 
the great states of the Mississippi Valley, although, as may be seen 
in the following tables, great private educational institutions in 
Ohio, Illinois, Missouri and California have enabled those states 
to economize somewhat in their expenditures for higher education. 
This has lowered a number of the averages which follow. 

The object of the following tables and diagrams is to present a 
financial comparison briefly, yet in suflicient detail. Under each 
state are included the totals that belong to all the higher educa- 
tional institutions supported by that state. In Texas the Univer- 
sity, the Agricultural and Mechanical College, and the College of 
Industrial Arts are included. Colorado, Michigan and Ohio, like 
Texas, support each three institutions, while Indiana, Iowa, Kansas 
and ISTorth Dakota support two each. The remaining states sup- 
port each one consolidated institution. 

State normal schools are omitted from the comparison. Their 



—33— 

inclusion would not seriously affect the general result. Our Texas 
Normal Schools are quite poorly supported in comparison with the 
state normal schools of other states. 
• The following tables are self-explanatory. It is to be noted, 
however, that the amounts expended for buildings and other per- 
manent improvements have been excluded. For the purpose of 
this presentation this course seemed fairer, inasmuch as the annual 
expenditures for these purposes vary very widely. A table is given, 
however, showing the total values of the plants used for higher 
education in each State. 

The averages given in the following tables exclude Texas and 
include the remaining thirteen states. The figures are based on 
the latest official reports of the United States census, the Depart- 
ment of Commerce and Labor, and the Bureau of Education. 



—34— 
A. — Population, Census of 1910. 

Illinois ^^^^am^mm^^^^m^ 5,639,000 

Ohio ^^^mi^^^^mm^ 4,767,000 

TEXAS ^^^^^^^mmm 3,897,000 

Missouri ^^^ii^H^^^ 3,293,000 

Michigan ^g^l^^HI^ 2,810,000 

Indiana ^^^^^H^ 2,701,000 

California ^^^^^^ 2,378,000 

Wisconsin j^g^B^^ 2,334,000 

Iowa i^^^^ 2,225,000 

Minnesota ^^^^ 2,076,000 

Kansas ^^^B 1,691,000 

Nebraska ^g^^ 1,192,000 

Colorado ^^ 799,000 

North Dakota hh 577,000 

Average ^h^^B^BI 2,500,000 



—35— 

B. — Total Income (Excluding the Amounts Expended for Build- 
ings and Other Permanent Improvements). 

Michigan m^^^^^^a^t^m^m^m $2,134,000 

California ^^mi^^m^^^^am 1,628,000 

Wisconsin ^K^^^^mm^^^^ 1,575,000 

Iowa ^m^^ma^^a^^ 1,315,000 

Minnesota i^hhHHHH^^^B 1,207,000 

Illinois ^^^^^HK^^ 1,198,000 

Ohio ^^^^^^^^ 1,147,000 

Indiana ^^^^^^^^ 971,000 

Kansas ^^^h^^^B 823,000 

Nebraska ■■■1^^^^ 689,000 

Missouri ^m^^m^m 679,000 

Colorado ^^^^^^ 609,000 

TEXAS ^^mmm 54i,ooo 

North Dakota ^^^^^ 437,000 

Average ^mm^l^m^^ 1,110,000 



—36— 

C— Total Income (Excluding the Amounts Expended for Buildings 
and Other Permanent Improvements) Per Inhabitant. 

Michigan ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ 10 77 

Colorado im^m^^^mmmmmtmi^^^^^t^^ 0.75 

North Dakota ^^^^^^^^^^■■H^^^^^^ 0.75 

California BHHI^BBH^^HBBi^^^H^^^^^H ^-^^ 

Wisconsin ■^■^^^^^^^^^^^^^^^^■1^^ 0.68 

Iowa ^^^^^HBi^^i^^H^^^H^HI ^-^^ 

Minnesota ^iHi^^^H^^i^^^^^^H^ ^-^^ 

Nebraska ^^^^^^^^^I^^^^H ^•^'^ 

Kansas ^^^^^^^^_I^B^^^ 0.48 

Indiana giBHI^H^HHHBi ^-^^ 

Ohio ^^^^^ 0.24 

Illinois ^^^^^ 0.21 

Missouri ^^^^^^ ^-^^ 

TEXAS ^Bii^H 0.15 

Average I^H^^^^^HHHIHB ^■'^^ 



—37— 

D.— Total Income (Excluding Amounts Expended for Buildings 
and Other Permanent Improvements) Per $1,000 of Actual 
Wealth in Each State. 

Michigan ^^^l^^^^^^^^a^^^^^H^I^ $0.51 

Wisconsin ^^^^■■■■■■l^^H^^HBI^^^ 0.45 

North Dakota ^^^^^^^^^^^H^^ 0.41 

Colorado ■^^^^^■■■■BH^^ 0.37 

Kansas ihbHBHHHHU^HH^^H 0.31 

CaUfornia giBi^BBimHBHI^^H 0.30 

Indiana b^^bb^^HB^^HI 0.26 

Iowa ^^^^^^^^^^^^^ 0.26 

Minnesota ^^^g^^^g^^^^ 0.26 

Nebraska ^^^^^HBHHHI 0.26 

Ohio ^^HBI^^ 0.17 

TEXAS ^^^^^ 0.16 

Missouri ibi^^hHB 0.15 

lUinois ^H^^ 0.11 

Average ^■^^■■■^■■^ 0.23 



E. — Total Income (Excluding Amounts Expended for Buildings 
and Permanent Improvements) Per Student in the Regular 
Session. 

Wisconsin ■■■■■^^^^^^■■■■I^^^^HIH^^B $385 

California ^^^^^^^■■■■■IBI^^^^^^^^^B 378 

Iowa ^^^■■■■l^^^MHHH^^^^^^H ^^^ 

North Dakota ^^^^^■■■^^■^^^■^IBBHHB 363 

Michigan ■^■■■■^■i^^^i^^^HHB^ 327 

Minnesota Hi^^HHH^H^HH^^^^^HI^H ^^^ 

Ohio ^^^^m^a^^m^m^ 280 

Colorado mm^^^m^^^^^^^ 270 

Indiana ^■■Hl^^i^^^B^B^^^H 252 

Missouri ^^^^^■■IflH^^^^H 246 

Illinois mm^t^^m^^m^^ 245 

Nebraska ^^^^^H^^^^Hi 243 

Kansas ^^^^^^^^^^^^^ 203 

TEXAS ^^^^^11^^ 167 

Average ■■^■■^■^■^■^■■■■^■i 296 



—39— 

F. — Income From State Tax and Legislative Appropriations. 

Minnesota am^^^^^i^^H^^aHH^H^ $1,471,000 

Wisconsin . H^Hl^^^^^H^^^^^HK 1,228,000 

Illinois ^^■■■■^■ii^^^i^^ 1,097,000 

Ohio mmm^tm^^^^^^^ 1,031,000 

Iowa ^^■^■HH^^^l^H 1,016,000 

California t^mi^m^^^mt^^^ 1,012,000 

Michigan HI^BI^^^^^^^ 898,000 

Kansas ■^■^■^■^^^ 886,000 

Missouri ^^H^^^i^ 638,000 

TEXAS ^^^^^m 595,000 

Indiana H^^i^hb 586,000 

Nebraska g^^^^H 501,000 

Colorado ^H^i^ 442,000 

North Dakota i^^m 350,000 

Average ^^■^^^■^■^^ 858,000 



—40— 

G. — Income From State Tax and Legislative Appropriations 

Per Inhabitant. 

Minnesota ■^bi^HI^^^HHH^^HHHII^^I^ ^^-^^ 

North Dakota ^^^^^^^■■■^■^^^ ^-^^ 

Colorado ^^^^^^t^^m^K^mmmtK ^-^^ 

Kansas ■■■■^i^Hm^^BBBBBBHB ^-^^ 

Wisconsin ^^^^■^^^^^^^^^■■^^ ^-^^ 

Iowa ^^B^I^^^^^H^ 0.46 

California ^^^^^^^^^HB 0.43 

Nebraska h^H^B^^^^ ^-^^ 

Michigan ^^^Hi^^H 0.32 

Indiana ^^^1^ 0.22 

Ohio ^^B^^ 0.22 

Illinois ^1^^ 0.19 

Missouri ^^^^ 0.19 

TEXAS ^^ 0.15 

Average g^^^^^H^^^^ 0.34 



—41— 

H. — Income From Endowment, United States Government, Stu- 
dent Fees and All Other Sources, Excluding Fees From 
Board and Rent. 

Michigan m^^m^m^m^^m^mmB $i, 258,000 

California ^^^^^^m 661,000 

Wisconsin i^i^^^HIH 561,000 

Indiana ^^■■■■h 555,000 

Illinois 1^^^^ 463,000 

Iowa H^^^ 403,000 

Minnesota |^^^ 336,000 

Ohio ^^HH 332,000 

TEXAS iBH^ 296.000 

North Dakota ^g^^ 265,000 

Nebraska ^^m 248,000 

Colorado ^^ 220,000 

Missouri ^^ 216,000 

Kansas ^b 215,000 

Average ^h^^HH 441,000 



—42— 

I. — Number of Teachers Per Hundred Students in the Regular 
Session. 

North Dakota ^K^^^^m^^^B^^^^^^^^m 1^.0 

Wisconsin HIHH^BI^IH^HBH^^^HBIH^^^ ^^-^ 

Illinois l^^lHI^^^^^HBHHHiHH^^^^^H ^^-^ 

Nebraska ^^g^HI^^HBHI^H^HBHBBBHl l^-^ 

Colorado n^i^Hn^^^HH^i^^H 1^.4 

California ^^^^^^^■^^^■■■■■B^B ^-^ 

Iowa ■■^^■■^^^^^^^^■■■■B ^-^ 

Minnesota am^^^^H^^^^^^^mmm ^-"^ 

Indiana VIH^Hi^SEaHBiHi^HHB S.3 

Ohio ^^^m^^^^^m^ 7.8 

Michigan I^^^HI^^^^^H^^ 7.2 

Kansas ^^^■■■■■■l^^HI 6-6 

Missouri ■^■■■■■i^^HBI ^-^ 

TEXAS ^Hl^^H^^^ 6.1 

Average ^■■i^^BHHi^^^BII^^^ ^-^ 

U. S. Av. of ^^^^^m^^amm S-3 

464 leading 
institutions 



—43— 
J. — Values of Buildings. 

California ^^^^mt^^K^^m^m^ $9,488,000 

Michigan ^mm^^^mma^ 6,428,000 

Ohio ^^H^H^H^Bl 6,253,000 

Minnesota m^^m^m^^m^m 6,070,000 

Iowa iH^^lHI^^ 5,684,000 

Wisconsin ■^■^^■^1^^ 5,660,000 

Illinois ^^Hi^^ 4,305,000 

TEXAS ^m^mmm 3,213,000 

Kansas ^.^B 2,894,000 

Colorado ^^_ 2,619,000 

Missouri M^HB 2,366,000 

Indiana .^ 2,296,000 

Nebraska bi. 1^930,000 

North Dakota ^mm 1,590,000 

Average ^ii^HM^H 4,430,000 



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